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Title:Teacher Communication With Native English and Native Spanish Speaking Parents During Head Start Parent -Teacher Conferences
Author(s):Cheatham, Gregory A.
Doctoral Committee Chair(s):Ostrosky, Michaelene M.
Department / Program:Special Education
Discipline:Special Education
Degree Granting Institution:University of Illinois at Urbana-Champaign
Subject(s):Education, Bilingual and Multicultural
Abstract:This study seeks to investigate communication between native English- and native Spanish-speaking parents and their children's native English-speaking teachers during Head Start parent-teacher conferences for young children from at-risk environments and those with special needs. Results of qualitative analysis of participant interviews suggested that teachers and parents tended to expect teachers to control conferences and act as experts. Parents were expected to be passive and defer to teacher expertise. Results of conversation analysis and utterance counts of conference talk indicated that parents, particularly bilingual and native Spanish-speaking parents, acquiesced to teachers' control and expertise. From a theoretical perspective, teachers' asymmetrical power (as a product of their education, training, and institutional roles) was essential to limiting parent participation during conferences.
Issue Date:2007
Description:201 p.
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2007.
Other Identifier(s):(MiAaPQ)AAI3301111
Date Available in IDEALS:2015-09-25
Date Deposited:2007

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